Curriculum / ELA / 9th Grade / Unit 5: Gender and Power in The Taming of the Shrew / Lesson 1
ELA
Unit 5
9th Grade
Lesson 1 of 29
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Analyze what the list story reveals about the relationship between the mother and the daughter, as well as gender roles in their society.
Article: “Girl” by Jamaica Kincaid
“Edwidge Danticat reads Jamaica Kincaid” by The New Yorker Fiction Podcast (Podcast)
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
The reading contains a derogatory word for a woman. The story also alludes to abortion although does not name it directly.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What are the pros and cons of following the mother's strict advice on how to behave as a woman in society? Provide specific evidence from the text and carefully explain your thinking.
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What does the mother's advice reveal about her and about the society in which she lives? Provide specific examples from the text and carefully explain your thinking.
What does the daughter's responses reveal about her and her relationship with her mother? Provide specific examples from the text and carefully explain your thinking.
What is the structure of the piece, and how does it convey meaning? Provide specific examples from the text and carefully explain your thinking.
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RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 — Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze how Singh uses imagery and shifts in point of view to convey his message about societal expectations for men.
Standards
RL.9-10.2RL.9-10.3RL.9-10.4RL.9-10.5RL.9-10.6
RL.9-10.2RL.9-10.4RL.9-10.5RL.9-10.6
Examine the structure and meaning of Elizabeth Cady Stanton's "Declaration of Sentiments."
RI.9-10.4RI.9-10.9
Analyze Adichie's point of view and purpose in her TED Talk.
RI.9-10.2RI.9-10.6RI.9-10.8
Engage in a Socratic Seminar with classmates, drawing evidence from unit texts, and carefully explaining reasoning.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.dSL.9-10.4
Analyze how Shakespeare uses imagery and figurative language to satirize unrealistic notions of a woman's desirability.
L.9-10.5RL.9-10.2RL.9-10.4
Analyze how Shakespeare uses language to portray characters and their relationships in the opening scene of The Taming of the Shrew.
RL.9-10.3
Analyze how language used about Katherine and Bianca reveals values and attitudes of the time period.
RL.9-10.3RL.9-10.4
Analyze two stage productions of Act 1, Scene 1, evaluating how each version interprets Shakespeare's text.
RL.9-10.7
Analyze what Petruchio's language reveals about his attitude towards marriage and a woman's desirability.
Analyze how Shakespeare uses language to portray the suitors and satirize social customs.
L.9-10.5RL.9-10.3RL.9-10.4
Brainstorm an analytical paragraph comparing messages about gender in Taylor Swift's "The Man" and Act 1 of The Taming of the Shrew.
RL.9-10.1RL.9-10.2W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Outline and write an analytical paragraph comparing messages about gender in Taylor Swift's "The Man" and Act 1 of The Taming of the Shrew.
W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.1.dW.9-10.1.eW.9-10.4W.9-10.5
Analyze how Shakespeare uses language to reveal the complex relationships between Katherine and Bianca and Katherine and Petruchio.
L.9-10.5RL.9-10.2RL.9-10.3RL.9-10.4
Analyze various film and stage productions of Act 2, Scene 1, evaluating how each version interprets Katherine and Petruchio's relationship dynamic.
Analyze how and why the relationship between Petruchio and Kate has developed since Act 2, Scene 1.
Analyze what Petruchio's behavior and speech reveals about his masculinity.
Identify Baldoni's argument and purpose in his TED Talk.
Analyze Petruchio's behavior and his impact on Katherine.
RL.9-10.3W.9-10.3
Analyze the dialogue between Petruchio and Katherine and what it reveals about the changing power dynamic in their relationship.
Analyze how Shakespeare portrays the male characters in this scene.
Identify claims made about the double-standard for men and women that exists in sports, and analyze how an author supports that claim with evidence.
RI.9-10.2RI.9-10.3RI.9-10.4RI.9-10.5
Analyze Kate's behavior and final speech in the play and what that reveals about how she has changed since the start of the play.
Analyze how Brady uses humor to develop her argument in "I Want a Wife."
RL.9-10.2RL.9-10.4RL.9-10.5
Review the expectations of the satirical analysis writing assignment and then reread Katherine's speech, brainstorming and gathering evidence.
RL.9-10.1RL.9-10.2RL.9-10.4
Outline and begin to draft a satirical analysis of Katherine's final speech.
W.9-10.1W.9-10.4W.9-10.5
Finish draft and revise satirical analysis for clarity, mechanics, and organization.
3 days
Prepare for and engage in a class debate on the outcome of the battle of the sexes in The Taming of the Shrew.
RL.9-10.1RL.9-10.2SL.9-10.1SL.9-10.4W.9-10.1W.9-10.4W.9-10.5
Analyze whether or not Katherine has been tamed by Petruchio by the end of the play.
RL.9-10.1RL.9-10.2RL.9-10.3RL.9-10.4W.9-10.1W.9-10.9
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